Differentiated+Instruction

= Differentiated Instruction = = (by Keri Dreyer, Justin Batiuk, Melissa McGrath) =



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Glossary:

 * Definition
 * Carol Ann Tomlinson
 * Theory of Multiple Intelligences
 * Bloom's Taxonomy
 * Learning Styles
 * Myers and Briggs

__**Differentiated instruction**__
 * Providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively regardless of differences in learning ability.
 * Teaching while keeping student variance in mind.
 * Beginning instruction at the students' intellectual starting point rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike.
 * "Responsive" teaching rather than “one-size-fits-all” teaching.

The model of differentiated instruction requires teachers to tailor their instruction and adjust the curriculum to students’ needs rather than expecting students to modify themselves to fit the curriculum. Teachers who are committed to this approach believe that who they teach shapes how they teach because who the students are shapes how they learn. Differentiated instruction requires the teacher to have knowledge of each individual pupil and the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximise their learning, whatever their individual situation.


 * __Carol Ann Tomlinson__**
 * American educator, author and speaker
 * Best known for her innovative work with differentiated instruction education techniques.
 * Reviewer for eight journals and has authored over 200 articles, books, and other professional development materials.

__**Howard Garnder**__
 * [[image:howard_gardner_05162003.jpg width="212" height="325" align="right"]] American educator currently a Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education
 * Best known for his Theory of Multiple Intelligences
 * Currently the co-director of "The GoodWork Project"
 * Has authored many books and publications over the years such as Good Work: When Excellence and Ethics Meet, Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds, The Development and Education of the Mind
 * Won MacArthur Prize Fellowship Award in 1981 and the University of Louisville Grawemeyer Award in 1990
 * Currently resides in Cambridge, Massachusetts

__**Theory of Multiple Intelligences**__

First proposed by Howard Gardner in 1983. He was against using IQ tests to fully show the abilities of humans. To date there are eight current multiple intelligences:

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 * Spatial
 * Linguistic
 * Logical-mathematical
 * Bodily-kinesthetic
 * Musical
 * Interpersonal
 * Intrapersonal
 * Naturalistic

__**Bloom's Taxonomy of Learning Domains**__



In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Bloom's Taxonomy divides educational objectives into three "domains": @Cognitive, @Affective and @Psychomotor. Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels). One of the main goals of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more well rounded form of education.

*Remember/Memorize facts, dates, events
 * Level || Skill ||
 * Knowledge || * Recall information

*Know major ideas or concepts || *Explain and summarize material *Make predictions || *Solve problems || *Relate information to other areas/topics ||
 * Comprehension || *Understanding information
 * Application || *Apply information in new settings
 * Analysis || *Take apart information ||
 * Synthesis || *Arrange information in a new way
 * Evaluation || *Assess information and make choices/judge ||

Students learn in differnt ways. The amount of skills/concepts a student learns depends on teacher instruction. Was the instruction geared towards the student's particular learning style? Or did the instruction take the "one size fits all" approach?
 * __Learning Styles__**

Learning styles are different ways in which students learn. There are 3 types of learning styles:
 * Visual Learners
 * Auditory Learners
 * Tactile/Kinesthetic Learners


 * Visual learners learn by observing. They have a good sense of direction and typcially enjoy reading information or drawing. Visual learners typically use sight words and remember details they have read/seen. They pay close attention to the teacher's body language and facial expression to gain a better understanding of the material. They require preferrential seating close to the teacher/where instruction takes place. Diagram, models, books, videos,images, graphs, handouts, and other visual representations are great resources that help students learn. Visual learners also take lenghty notes during class lectures.

In order to better meet a visual learners needs a teacher can use diagrams, maps, word webs, models, books, and images when teaching a new concept or skill. The teacher can also teach students good note-taking skills/strategies, to highlight important information in books/notes, and to use notecards when studying for a test. When giving directions it is best to give written instruction, rather than oral instructions, as this will ensure student sucess.


 * Auditory learners learn by listening and talking aloud. They learn by listening and particpating in a discussion. They often talk aloud, read notes aloud, or read a book aloud in order to fully understand the concept. Auditory learners may be easily distracted by noises. They pay close attention to the teacher's tone of voice, speed, and verbal expressions. They may not fully understand a concept until they hear it. When learning new content, auditory learners may read the text aloud, listen to it on tape, or listen to a peer or teacher read the text aloud.

In order to meet an audtiory learners needs a teacher can include lectures and whole group discussions when teaching. Provide many opportunites for student discussion. Teachers can provide videos/CD's, and read text aloud (shared reading, round robin etc.). When giving students instruction it is best to read the instructions aloud.


 * Tactile/Kinesthetic Learners learn by doing. They are good at sports, dance, and hands on activites. Some students may not be able to sit still and need constant movement. Kinesthic learners require hands on activities to fully understand the material. They benefit from hands on activites such as arts and crafts, making models, handling models/physical objects, role playing

In order to meet a kinesthetic learners needs a teacher should incorporate hands-on activities for students. Such activites include role playing, using manipulatives, models, conducting experiments, and so forth.

What's your learning style?

__**Myers and Briggs**__

Myers and Briggs developed a way to determine a person's personalaity type. According to their theory, differences in behaviors is attributed to one's perception and judgment. If a teacher knows the personality types it the classroom he/she will have a better understanding of their student's behaviors and learning style. There are 16 personality types with the following combinations:

1. Extrovert or Introvert 2. Sensing or Intuition 3. Thinking or Feeling 4. Judging or Perceiving
 * extrovert-focus on outside word
 * introvert-focus on inner world.
 * sensing-focus on basic information
 * intuition-interpret and add meaning to information
 * thinking-logical explanation
 * feeling-focus on feeling of person/situation
 * judging-make decision
 * perceiving-open to new information and options